Ready4Reading Phonics Booster | Teacher's Guide Sample Pages

TEACHING PHONICS WILEY BLEVINS

Genre: Realistic Fiction A story with characters who could exist and events that could happen in real life Summary: Emmy is writing a report about storms when a thunderstorm causes the lights to go out and her computer to go black. Her mother suggests she find another way to finish her report, and she does! Phonics Focus • r -Controlled Vowels: ar, or, ore, er, ir, ur Decodable Words With Targeted Sound-Spelling • dark, stars • storm, stormy, report, for, forms, her, thunder, turned, sister REALISTIC FICTION Storm Report POWER-UP! CARD 6

POWER-UP! CARD 6 REALISTIC FICTION

SHORT READS DECODABLES TM

STORM REPORT

READ TO KNOW T E X T S E T S

Emmy’s mom came in to see her. “I can’t finish my report,” Emmy cried. “Think about what you can do,” her mom said. Then she left to check on Emmy’s sister. Emmy sat in the dark. She tried thinking of ways to fix her problem. Emmy peered out the window. The stars were hidden by dark, gray storm clouds. Emmy began to study the stormy sky.

It was a dark and stormy night. Emmy had to work on a report about storms for class. Emmy worked on her computer. She found lots of facts online.

Before Reading Connect Sound-Spelling: r -Controlled Vowels: ar, or, ore, er, ir, ur Point out to children that when the letter r follows a vowel, it changes the vowel sound. Explain that the vowel sound is not short and it is not long. Tell children that the letters ar make the /är/ sound that is found in the word dark . Write the word dark for children. Then have a volunteer circle the letters ar in the word. Introduce the letters or that make the /ôr/ sound that is found in the word storm . Write the word storm for children. Then have a volunteer circle the letters or . Note that the letters ore also make that same /ôr/ sound. Write the word more for children and have a volunteer circle the letters ore . Then write the words her, stir, and turn . Tell children that the letters er, ir, and ur all make the same /ûr/ sound. Have children read the words her, stir, and turn and circle the letters that make the /ûr/ sound in each word. Model Blending Sounds to Make Words Model for children how to use the r -controlled vowel sound to read new words. Write the letters f , o , r , m for children. Run your finger under the letters as you slowly blend together all the sounds to read the word form , /f/ /ôr/ /m/. Continue with stormy. Practice Reading Decodable Words For more practice, write the following words for children to read: herd hurt start smart sister her more verb first third • Have children read all the words with the /ûr/ sound. • Ask children to name the words that are used for counting people in a line. Introduce the High-Frequency Word: found Write the high-frequency word found in a sentence. Emmy found her notes. Read aloud the sentence. • Ask children to find and circle the high-frequency word found . Point out that the o and u together in the word found make the /ou/ vowel sound. Help children segment the sounds in found , /f/ /ou/ /n/ /d/. Elicit the letter or letters to write for each sound. For /f/, write f ; for /ou/, write ou ; for /n/, write n ; and for /d/ write d . Have children read and spell the word found . • Help children write the word found . First Reading • Read the title and have children repeat it. • Introduce the story words cooler, clouds, and air . Help children find the words in the story and read the sentences in which they appear. • Read aloud the story, modeling how it should be read, echo-read it, or have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed.

Emmy found out that hot air can rise and get cooler. She found out that when that happens, rain forms and drops. She found out that lightning forms. Then it heats that cooler air. And when that air expands, we hear thunder.

Crash! Emmy jumped when the thunder crashed. Emmy liked to hear the rain. But she didn’t like to hear thunder. Suddenly, Emmy’s computer screen turned black. “No! No!” Emmy cried. “All the lights went out!” Emmy quickly grabbed a flashlight.

Then Emmy grabbed a notepad and a pencil. She jotted down what she spotted in the sky. She sketched flashes of light in a dark sky.

She added notes. “Now I know how to finish my storm report!” Emmy said. And she did!

By Janelle Tavernit

Illustrated by Michael Emmerson

SR Decodables_SC_PU_06_ FIC_RF_Storm Report.indd 1

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POWER-UP! CARD 6

Item #CRD8600762 Pack ISBN: 978-1-339-00762-5

New High-Frequency Word • found

SR Decodables_SC_PU_06_ FIC_RF_Storm Report.indd 2

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Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own, this time with intonation. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension After children read, talk about the story. Use the following questions to discuss and deepen understanding of the story. • What is Emmy writing about for her school report? Words and Phrases in Context • What are some of the facts that Emmy learns when she does her research online? Key Ideas and Details • What causes Emmy’s computer screen to turn black? Make Inferences • What problem does Emmy have? How does she solve her problem? Problem and Solution

Extend the Discussion Share and discuss these questions. Encourage children to support their thinking with ideas from the text. • Why does Emmy’s mom suggest she think about what to do? Why is thinking about a problem helpful when trying to solve the problem? • What do you think Emmy’s teacher will say about her report? • Why do you think thunderstorms frighten people and pets? Write From Dictation Have children write this sentence. Children may illustrate the sentence as well. You may want to model the writing. She sees a dark stormy sky. Write About Reading Have children choose one or both of the following options: • Make a list of other kinds of weather Emmy might research and write about. (Narrative) • Draw a picture and write a sentence about what you usually do during a thunderstorm. (Opinion)

Story Words • cooler, clouds, air

Phonemic Awareness and Sound-Spellings Reviews • Digraphs sh, th, ch, tch

Ask children to listen for and say the sound that ends each of these words. Read the words to the children. • ranch munch each peach • patch catch rush dish • path with bath math Write the words for the children. Invite children to underline the letters that spell the end sound in each word. MLs Note: See page 7 for ways to leverage children’s home language.

Short Reads Decodables

Teacher’s Guide

For review, use this lesson after Card #55.

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